Brian,
Your response was well done! My question is where are the Common Core Mathematics Practices evident in those students "doing" math?

So true - well done. Why we continue to teach math out of any intellectual context or problem-based sequencing is beyond me. And it's not for lack of alternatives, as I blogged recently: read Harold Fawcett's book The Nature of Proof from 1936 - an unbelievably cool inductive and critical-thinking focused yearlong course in geometry, with transfer tasks in a close reading of legislation! See also my work and those of others in the Quantitative Literacy movement of 15 years ago, and Schoenfeld's work of the last 30 years.

As you and readers may know, Exeter (the prep school) is now a completely problem-based math program 9-12. While I have some reservations about their specific methods, it is very cool to watch kids do nothing other than solve problems and draw generalizations from their work. At least Khan has people asking the Big Question: what's the best use of class time? But without a rich and detailed syllabus that shows a more coherent and intellectually vital way to learn math, there is little hope that your words will be heard, I fear.